NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) v2 Lessons

Introduction to the role of the early years educator

Start

00:00
Understand the professional roles and responsibilities required to work in an early years setting (EYEL3WF1-1).
Understand procedures that must be adhered to in the work setting and their importance (EYEL3WF1-2).
Understand the role of supervision (EYEL3WF1-3).
Understand professional development (EYEL3WF1-4).
Be able to use and model good communication skills, including a good command of the English language in spoken and written form (EYEL3WF1-5).
Be able to explain own role, responsibilities and expected behaviours, and the roles of colleagues in the setting and team (EYEL3WF1-6).
Be able to explain how our own and others’ behaviour can impact on babies and children and the importance of role modelling positive behaviours (EYEL3WF1-7).
Be confident in supporting or challenging the practice of colleagues, including difficult conversations (EYEL3WF1-8).
Be able to follow procedures in the work setting, including, where appropriate, updating and developing policies and procedures (EYEL3WF1-9).
Be able to foster a culture of mutual support, teamwork and continuous improvement that encourages confidential discussion of sensitive issues, through effective supervision at all stages of career (EYEL3WF1-10).
Be able to seek out feedback from others and use reflection to identify and support career development and personal goals (EYEL3WF1-11).

Holistic child development

Understand the expected patterns of babies’ and children’s development from conception to seven years old (EYEL3WF2-1).
Understand key milestones for holistic development from birth to seven years (EYEL3WF2-2).
Understand the influence of key individuals and the importance of attachments that shape babies’ and children’s social world and underpin their holistic learning and development (EYEL3WF2-3).
Understand the significance of physical, mental and emotional health and wellbeing for babies’ and children’s development (EYEL3WF2-4).
Understand coregulation and self-regulation in children (EYEL3WF2-5).
Understand a range of evidence-based theories and research that underpin early years development (EYEL3WF2-6).
Be able to prepare and support babies and children through transitions and significant events in their lives (EYEL3WF2-7).
Be able to support children to form positive attachments (EYEL3WF2-8).
Be able to promote health and wellbeing in settings working with babies and children from birth to five years (EYEL3WF2-9).
Be able to support children to develop a positive sense of self and to recognise, understand and manage their emotions, including supporting a child’s understanding of differing emotional reactions and what may or may not be appropriate (EYEL3WF2-10).
Be able to apply evidence-based theories in practice, and as appropriate, based on a clear understanding of cognitive science (reliable theory) (EYEL3WF2-11).

Children with special educational needs and disabilities (SEND)

Know about legislation and guidance for children and young people with special educational needs and disabilities (SEND) (EYEL3WF3-1).=
Understand that there are appropriate strategies for supporting a baby or child with SEND (EYEL3WF3-2).
Understand that there are specialist aids, resources, and equipment available to support babies and children with SEND (EYEL3WF3-3).
Be able to explain and apply the early years foundation stage (EYFS) statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach (EYEL3WF3-4).
Be able to work effectively in partnership with others (or alongside colleagues), including parents and carers, to promote and implement appropriate strategies for supporting the progress of babies and children with SEND (EYEL3WF3-5).
Be able to effectively carry out a child’s care plan (or shadow a colleague) alongside parents and carers, including the initial assessment, implementation, and ongoing review (EYEL3WF3-6).
Be able to promote and encourage a working environment that values and respects the individual developmental needs and stages of babies and children with SEND (EYEL3WF3-7).
Be able to use specialist aids, resources and equipment available to support babies and children with SEND (EYEL3WF3-8).
Be able to analyse and explain how cultural background and family circumstances can impact on babies’ and children’s learning and development (EYEL3WF3-9).

Effective communication in an early years setting

Understand the impact of an effective communication and language curriculum that offers positive benefits to babies and children’s development (EYEL3WF4-1).
Understand that children develop at their own pace in language development and can experience speech and language difficulties (EYEL3WF4-2).
Understand that there are ways to communicate with all children, appropriate for their stages of development (EYEL3WF4-3).
Be able to develop, support and promote babies’ and children’s speech, language, and communication through effective planned adult interactions (EYEL3WF4-4).
Be able to identify delays in communication development and describe appropriate support services for babies and children (EYEL3WF4-5).
Be able to communicate with all children in ways that will be understood, including verbal and non-verbal communication, to extend their learning and development (EYEL3WF4-6).
Be able to help children catch up with language development through planned use of pronunciations, words and phrases (EYEL3WF4-7).
Be able to adapt teaching approaches, as appropriate, to ensure children with speech and language difficulties, and those for whom English is an additional language (EAL), are supported to catch up (EYEL3WF4-8).
Be able to apply a range of communication methods for effective collaborative working (EYEL3WF4-9).

Safeguarding and welfare requirements

Understand the signs of harm and the different types of abuse and what these are (EYEL3WF5-1).
Understand legislation, policies and procedures in relation to keeping children safe (EYEL3WF5-2).
Understand an early years educator’s role and responsibilities in relation to keeping children and colleagues safe (EYEL3WF5-3).
Be able to recognise when a baby or child is in danger or at risk of abuse, including online, and know how to act to protect them (EYEL3WF5-4).
Be able to find and stay updated on employer, local and national safeguarding policies and procedures, as set out in statutory and non-statutory guidance (EYEL3WF5-5).
Be able to follow Ofsted’s whistleblowing policy to pass on information that, where it is reasonable to believe, shows wrongdoing or a cover-up by an employer’s organisation (EYEL3WF5-6).
Be able to carry out own role and act upon responsibilities, including providing appropriate supervision of others in relation to safeguarding and security, including child protection, duty of care, reporting and confidentiality of information

Health, wellbeing and safety

Understand legal requirements and statutory guidance, as well as other nonstatutory guidance on health and safety (EYEL3WF6-1).
Understand it is important to ensure equipment, furniture and materials are used safely and the dangers of not doing so (EYEL3WF6-2).
Understand the role of policy and procedure in maintaining the health, wellbeing and safety of babies and children (EYEL3WF6-3).
Understand that it is important to prevent and control infection (EYEL3WF6-4).
Understand the signs and symptoms of a child who is unwell or injured (EYEL3WF6-5).
Understand that it is important for babies and children to have a healthy, balanced and nutritious diet (EYEL3WF6-6).
Understand that it is important for babies and children to be physically active (EYEL3WF6-7).
Understand the importance of risk versus benefit (EYEL3WF6-8).
Be able to use equipment, furniture and materials safely following the manufacturer’s instructions and setting’s requirements, with regard for sleep safety. Assist others in the safe use of: equipment, furniture, materials (EYEL3WF6-9).
Be able to identify and act upon own responsibilities in relation to: health, safety, wellbeing (EYEL3WF6-10).
Be able to carry out risk assessments and risk management in line with: employer, local and national requirements, policies and procedures (EYEL3WF6-11).
Be able to maintain accurate and coherent records and reports and share information, when appropriate, to ensure the needs of all children are met (EYEL3WF6-12).
Be able to explain, plan, and carry out respectful care routines appropriate to the development, stage, dignity and needs of babies and children, to include their cultural, race, religion and belief systems (EYEL3WF6-13).
Be able to implement effective strategies for preventing and controlling infection (EYEL3WF6-14).
Be able to take appropriate action to respond to accidents and emergency situations (EYEL3WF6-15).
Be able to share information with parents and carers (EYEL3WF6-16).

Promoting an effective early years curriculum

Understand how evidence-based philosophical and pedagogical approaches influence the early years foundation stage (EYFS) that sets out the early education curriculum requirements from birth to age five (EYEL3WF7-1).
Understand that all children and young people are entitled to an education, appropriate to their needs, which promotes high standards and the fulfilment of potential (EYEL3WF7-2).
Understand how the curriculum and pedagogical approaches to teaching are planned and adapted to create experiences and opportunities for children which appreciate that children are likely to have different levels of prior experience and knowledge,
Understand that a carefully planned and sequenced curriculum is essential for all children, in recognition of their needs and interests, to include adult-led explicit teaching, as well as child-initiated experiences (EYEL3WF7-4).
Understand that the learning environment, both indoors and outdoors, is a resource that supports the implementation of the curriculum (EYEL3WF7-5).
Promote equality of opportunity in the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND) (EYEL3WF7-6).
Be able to plan educational programmes that reflect the needs and interests of the children (EYEL3WF7-7).
Be able to use appropriate curriculum and practice support, such as the nonstatutory Development Matters guidance (EYEL3WF7-8).
Be able to respond to the needs and interests of the child, to support intended learning (EYEL3WF7-9).
Be able to reflect on the impact of pedagogical approaches and values on the environment in an early years setting (EYEL3WF7-10).
Be able to select and combine the best pedagogical approaches, based on the curriculum and children’s prior knowledge (EYEL3WF7-11).
Be able to adapt teaching to suit babies’ and children’s different starting points, experience and knowledge (EYEL3WF7-12).

Assessment of children’s learning and development

Understand the role of assessment in helping parents, carers and educators recognise children’s progress (EYEL3WF8-1).
Understand that there are different assessment methods and techniques, which inform what we know about children’s progress and the planning cycle (EYEL3WF8-2).
Understand the role of the early years educator for effective and accurate, proportionate assessment (EYEL3WF8-3).
Understand the key stages in assessing children’s progress (EYEL3WF8-4).
Be able to discuss children’s progress and plan the next stages in their learning with the key person, colleagues, parents or carers (EYEL3WF8-5).
Be able to use information from assessment to adjust curriculum and plans so that any gaps in children’s learning are addressed, supporting the child’s development (EYEL3WF8-6).
Be able to carry out assessment effectively, plan and record the outcomes, and share results accurately and confidentially in line with the early years foundation stage (EYFS) statutory framework and setting’s requirements (EYEL3WF8-7).

Understanding play for learning and holistic development

Understand theories of play and its fundamental role in learning and development (EYEL3WF9-1).
Understand the significance of play for learning and development (EYEL3WF9-2).
Understand play at different stages of babies’ and children’s development (EYEL3WF9-3).
Understand different types of play for all children (EYEL3WF9-4).
Understand inclusive play practice (EYEL3WF9-5).
Be able to plan, lead and evaluate play opportunities in an early years setting (EYEL3WF9-6).
Be able to lead and support inclusive play experiences (EYEL3WF9-7).
Be able to apply theoretical perspectives and philosophical approaches in planning play opportunities (EYEL3WF9-8).

Partnership working

Understand the importance of developing and maintaining good relationships and partnerships in an early years setting (EYEL3WF10-1).
Understand the significance of parent and carer engagement (EYEL3WF10-2).
Understand how to build and sustain relationships with all parents and carers (EYEL3WF10-3).
Understand the importance of professional relationships with colleagues, other organisations, and agencies in working with and supporting early years settings and children (EYEL3WF10-4).
Understand that setting leaders need to collaborate and work with colleagues and other relevant professionals within and beyond their setting to ensure babies and children progress well in their learning (EYEL3WF10-5).
Understand that it is important to be an advocate for babies and children (EYEL3WF10-6).
Understand that Ofsted is responsible for the regulation and inspection of early years provision (EYEL3WF10-7).
Be able to work in partnership with parents and carers to help them recognise and value the significant contributions they make to the child’s health, wellbeing, and learning and development (EYEL3WF10-8).
Be able to encourage parents and carers to take an active role in their baby’s or child’s care, play, learning and development (EYEL3WF10-9).
Be able to explain the roles and responsibilities of other agencies and professionals that work with and support the setting and children, both statutory and non-statutory, and be familiar with statutory and non-statutory guidance to support this
Be able to work co-operatively and communicate effectively with key persons, colleagues, other professionals, and agencies to meet the needs of babies and children and enable them to progress (EYEL3WF10-11).
Be able to make additional provisions to support babies’ and children’s education and development where they lack this support from parents and carers (EYEL3WF10-12).
Be able to work confidently with the Ofsted early years inspection framework (EYEL3WF10-13).

NCFE CACHE Level 3 Diploma for Working in the Early Years Sector (Early Years Educator) v2 Lessons

About Course

Course Content

Introduction to the role of the early years educator

Start

Understand the professional roles and responsibilities required to work in an early years setting (EYEL3WF1-1).

Understand procedures that must be adhered to in the work setting and their importance (EYEL3WF1-2).

Understand the role of supervision (EYEL3WF1-3).

Understand professional development (EYEL3WF1-4).

Be able to use and model good communication skills, including a good command of the English language in spoken and written form (EYEL3WF1-5).

Be able to explain own role, responsibilities and expected behaviours, and the roles of colleagues in the setting and team (EYEL3WF1-6).

Be able to explain how our own and others’ behaviour can impact on babies and children and the importance of role modelling positive behaviours (EYEL3WF1-7).

Be confident in supporting or challenging the practice of colleagues, including difficult conversations (EYEL3WF1-8).

Be able to follow procedures in the work setting, including, where appropriate, updating and developing policies and procedures (EYEL3WF1-9).

Be able to foster a culture of mutual support, teamwork and continuous improvement that encourages confidential discussion of sensitive issues, through effective supervision at all stages of career (EYEL3WF1-10).

Be able to seek out feedback from others and use reflection to identify and support career development and personal goals (EYEL3WF1-11).

Holistic child development

Understand the expected patterns of babies’ and children’s development from conception to seven years old (EYEL3WF2-1).

Understand key milestones for holistic development from birth to seven years (EYEL3WF2-2).

Understand the influence of key individuals and the importance of attachments that shape babies’ and children’s social world and underpin their holistic learning and development (EYEL3WF2-3).

Understand the significance of physical, mental and emotional health and wellbeing for babies’ and children’s development (EYEL3WF2-4).

Understand coregulation and self-regulation in children (EYEL3WF2-5).

Understand a range of evidence-based theories and research that underpin early years development (EYEL3WF2-6).

Be able to prepare and support babies and children through transitions and significant events in their lives (EYEL3WF2-7).

Be able to support children to form positive attachments (EYEL3WF2-8).

Be able to promote health and wellbeing in settings working with babies and children from birth to five years (EYEL3WF2-9).

Be able to support children to develop a positive sense of self and to recognise, understand and manage their emotions, including supporting a child’s understanding of differing emotional reactions and what may or may not be appropriate (EYEL3WF2-10).

Be able to apply evidence-based theories in practice, and as appropriate, based on a clear understanding of cognitive science (reliable theory) (EYEL3WF2-11).

Children with special educational needs and disabilities (SEND)

Know about legislation and guidance for children and young people with special educational needs and disabilities (SEND) (EYEL3WF3-1).=

Understand that there are appropriate strategies for supporting a baby or child with SEND (EYEL3WF3-2).

Understand that there are specialist aids, resources, and equipment available to support babies and children with SEND (EYEL3WF3-3).

Be able to explain and apply the early years foundation stage (EYFS) statutory framework and SEND code of practice in relation to the care and education of babies and children with SEND, through a graduated approach (EYEL3WF3-4).

Be able to work effectively in partnership with others (or alongside colleagues), including parents and carers, to promote and implement appropriate strategies for supporting the progress of babies and children with SEND (EYEL3WF3-5).

Be able to effectively carry out a child’s care plan (or shadow a colleague) alongside parents and carers, including the initial assessment, implementation, and ongoing review (EYEL3WF3-6).

Be able to promote and encourage a working environment that values and respects the individual developmental needs and stages of babies and children with SEND (EYEL3WF3-7).

Be able to use specialist aids, resources and equipment available to support babies and children with SEND (EYEL3WF3-8).

Be able to analyse and explain how cultural background and family circumstances can impact on babies’ and children’s learning and development (EYEL3WF3-9).

Effective communication in an early years setting

Understand the impact of an effective communication and language curriculum that offers positive benefits to babies and children’s development (EYEL3WF4-1).

Understand that children develop at their own pace in language development and can experience speech and language difficulties (EYEL3WF4-2).

Understand that there are ways to communicate with all children, appropriate for their stages of development (EYEL3WF4-3).

Be able to develop, support and promote babies’ and children’s speech, language, and communication through effective planned adult interactions (EYEL3WF4-4).

Be able to identify delays in communication development and describe appropriate support services for babies and children (EYEL3WF4-5).

Be able to communicate with all children in ways that will be understood, including verbal and non-verbal communication, to extend their learning and development (EYEL3WF4-6).

Be able to help children catch up with language development through planned use of pronunciations, words and phrases (EYEL3WF4-7).

Be able to adapt teaching approaches, as appropriate, to ensure children with speech and language difficulties, and those for whom English is an additional language (EAL), are supported to catch up (EYEL3WF4-8).

Be able to apply a range of communication methods for effective collaborative working (EYEL3WF4-9).

Safeguarding and welfare requirements

Understand the signs of harm and the different types of abuse and what these are (EYEL3WF5-1).

Understand legislation, policies and procedures in relation to keeping children safe (EYEL3WF5-2).

Understand an early years educator’s role and responsibilities in relation to keeping children and colleagues safe (EYEL3WF5-3).

Be able to recognise when a baby or child is in danger or at risk of abuse, including online, and know how to act to protect them (EYEL3WF5-4).

Be able to find and stay updated on employer, local and national safeguarding policies and procedures, as set out in statutory and non-statutory guidance (EYEL3WF5-5).

Be able to follow Ofsted’s whistleblowing policy to pass on information that, where it is reasonable to believe, shows wrongdoing or a cover-up by an employer’s organisation (EYEL3WF5-6).

Be able to carry out own role and act upon responsibilities, including providing appropriate supervision of others in relation to safeguarding and security, including child protection, duty of care, reporting and confidentiality of information

Health, wellbeing and safety

Understand legal requirements and statutory guidance, as well as other nonstatutory guidance on health and safety (EYEL3WF6-1).

Understand it is important to ensure equipment, furniture and materials are used safely and the dangers of not doing so (EYEL3WF6-2).

Understand the role of policy and procedure in maintaining the health, wellbeing and safety of babies and children (EYEL3WF6-3).

Understand that it is important to prevent and control infection (EYEL3WF6-4).

Understand the signs and symptoms of a child who is unwell or injured (EYEL3WF6-5).

Understand that it is important for babies and children to have a healthy, balanced and nutritious diet (EYEL3WF6-6).

Understand that it is important for babies and children to be physically active (EYEL3WF6-7).

Understand the importance of risk versus benefit (EYEL3WF6-8).

Be able to use equipment, furniture and materials safely following the manufacturer’s instructions and setting’s requirements, with regard for sleep safety. Assist others in the safe use of: equipment, furniture, materials (EYEL3WF6-9).

Be able to identify and act upon own responsibilities in relation to: health, safety, wellbeing (EYEL3WF6-10).

Be able to carry out risk assessments and risk management in line with: employer, local and national requirements, policies and procedures (EYEL3WF6-11).

Be able to maintain accurate and coherent records and reports and share information, when appropriate, to ensure the needs of all children are met (EYEL3WF6-12).

Be able to explain, plan, and carry out respectful care routines appropriate to the development, stage, dignity and needs of babies and children, to include their cultural, race, religion and belief systems (EYEL3WF6-13).

Be able to implement effective strategies for preventing and controlling infection (EYEL3WF6-14).

Be able to take appropriate action to respond to accidents and emergency situations (EYEL3WF6-15).

Be able to share information with parents and carers (EYEL3WF6-16).

Promoting an effective early years curriculum

Understand how evidence-based philosophical and pedagogical approaches influence the early years foundation stage (EYFS) that sets out the early education curriculum requirements from birth to age five (EYEL3WF7-1).

Understand that all children and young people are entitled to an education, appropriate to their needs, which promotes high standards and the fulfilment of potential (EYEL3WF7-2).

Understand how the curriculum and pedagogical approaches to teaching are planned and adapted to create experiences and opportunities for children which appreciate that children are likely to have different levels of prior experience and knowledge,

Understand that a carefully planned and sequenced curriculum is essential for all children, in recognition of their needs and interests, to include adult-led explicit teaching, as well as child-initiated experiences (EYEL3WF7-4).

Understand that the learning environment, both indoors and outdoors, is a resource that supports the implementation of the curriculum (EYEL3WF7-5).

Promote equality of opportunity in the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND) (EYEL3WF7-6).